IRA Dina Feitelson Research Award

The IRA Dina Feitelson Research Award is a US$500 award supported by Jehuda Feitelson was established to honor the memory of Dina Feitelson for a current literature published worldwide focusing on reading and related disciplines to recognize an outstanding empirical study, published in English in a refereed journal.

Nomination for the IRA Dina Feitelson Research Award is open to all literacy professionals.

Submission deadline: September 1, 2014

Eligibility for the 2015 Award Year

The competition is open for publications in English that have appeared in a refereed journal between January 2013 and December 2013. Eligible works include reports on an investigation of aspects of literacy acquisition such as phonemic awareness, the alphabetic principle, bilingualism, home influences on literacy development, or cross-cultural studies of beginning reading. The results of the study should have clear implications for instruction.

Award Recipients

Shayne B. Piasta

Shayne B. Piasta is an Assistant Professor in the Department of Teaching and Learning at The Ohio State University and Director of Research for the Crane Center for Early Childhood Research and Policy and Schoenbaum Family Center. She received her doctorate in Developmental Psychology from Florida State University where she was an Institute of Educational Sciences Predoctoral Interdisciplinary Research Training fellow at the Florida Center for Reading Research. Dr. Piasta's research focuses on early and emergent literacy skill development and empirical validation of educational practices. Specific areas of expertise include young children's acquisition of alphabet knowledge and efficacy of professional development and emergent literacy interventions. Dr. Piasta currently serves as an investigator on numerous Institute of Education Sciences grants and is a contributor to the Reading for Understanding initiative.

Yaacov Petscher

Yaacov Petscher is the Director of Research at the Florida Center for Reading Research at Florida State University. He studies individual differences in language and literacy outcomes with a focus on multilevel modeling, diagnostic and screening accuracy, psychometrics, and assessment. He presently serves on editorial boards for the Journal of Educational Psychology, Scientific Studies of Reading, Annals of Dyslexia, Journal of Research on Educational Effectiveness, and the International Journal of Behavioral Development. His work has been recognized by awards from the Society for the Scientific Study of Reading and the Council for Educational Diagnosticians.

Laura Justice

Laura Justice, Ph.D., is Distinguished Professor in the Department of Teaching and Learning at The Ohio State University and Executive Director of the Crane Center of Early Childhood Research and Policy. Justice's research on the language and literacy skills of children at-risk has been published in more than 100 peer-reviewed articles appearing in such journals as Child Development; Early Childhood Research Quarterly; Developmental Psychology; American Journal of Speech-Language Pathology; and Early Education and Development. Justice's research has earned such awards as the Editor's Award (article of highest merit) in 2004 for the American Journal of Speech-Language Pathology and in 2010 for Language, Speech, and Hearing Services in Schools. In 2006, she received the Presidential Early Career Award in Science and Engineering from President George W Bush. She has also been a Fulbright Fellow (University of Zagreb), Erskine Fellow (University of Canterbury), and Senior Fellow (University of Bologna), all of which supported international research collaborations. For the last two years, she served as the Chair of the Jeanne Chall Committee for the International Reading Association.

Michael J. Kieffer
"Converging Trajectories: Reading Growth in Language Minority Learners and Their Classmates, Kindergarten to Grade 8," published in American Educational Research Journal, 48(5), 1187-1225, October 2011
Sheila W. Valencia
Antony T. Smith
Anne M. Reece
Min Li
Karen K. Wixson
Heather Newman

"Oral Reading Fluency Assessment: Issues of Construct, Criterion, and Consequential Validity" published in Reading Research Quarterly in 2010, Volume 4.
Lisa Hammett Price
Anne van Kleec
Carl J. Huberty

"Talk During Book Sharing Between Parents and Preschool Children: A Comparison Between Storybook and Expository Book Conditions" Reading Research Quarterly Vol. 44, No 2, pp. 171-194 (2009, April/May/June)
Deborah Wells Rowe

"The Social Construction of Intentionality: Two-Year-Olds' and Adults' Participation at a Preschool Writing Center,"
Research in the Teaching of English(vol. 42, no. 4)
Catherine F. Compton-Lilly

"The Complexities of Reading Capital in Two Puerto Rican Families"
Reading Research Quarterly (vol. 42, no. 1)
Pia Rebello Britto
Jeanne Brooks-Gunn
Terri M. Griffin

"Maternal Reading and Teaching Patterns: Associations With School Readiness in Low-Income African American Families"
Reading Research Quarterly (vol. 41, no. 1)
Terrence Tivnan
Lowry Hemphill

"Comparing Four Literacy Reform Models in High-Poverty Stricken Schools: Patterns of First-Grade Achievement"
The Elementary School Journal (vol. 105)
Carol McDonald Connor
Frederick J. Morrison
Leslie E. Katch

"Beyond the Reading Wars: Exploring the Effect of Child-Instruction Interactions on Growth in Early Reading"
Scientific Studies of Reading (vol. 8)
Darrell Morris
Janet W. Bloodgood
Richard G. Lomax
Jan Perney

"Developmental Steps in Learning to Read: A Longitudinal Study in Kindergarten and First Grade"
Reading Research Quarterly (vol. 38, no. 3)
Anne McGill Franzen
Ellen Adams
Cynthia Lanford

"Learning to be Literate: A Comparison of Five Urban Early Childhood Programs"
Journal of Educational Psychology (vol. 94, no. 3)
Barbara A. Wasik
Mary Alice Bond

"Beyond the Pages of a Book: Interactive Book Reading and Language Development in Preschool Classrooms"
Journal of Educational Psychology (vol. 93)
Nell K. Duke

"3.6 Minutes Per Day: The Scarcity of Informational Texts in First Grade"
Reading Research Quarterly (vol. 35, no. 2)
Susan B. Neuman

"Books Make a Difference: A Study of Access to Literacy"
Reading Research Quarterly (vol. 34, no. 3)
Jill Fitzgerald
George W. Noblit

"About Hopes, Aspirations, and Uncertainty: First-Grade English-Language Learners' Emergent Reading"
Journal of Literacy Research (vol. 31, no. 2)
William E. Tunmer
James W. Chapman

"A Longitudinal Study of Beginning Reading Achievement and Reading Self-Concept"
British Journal of Educational Psychology (vol. 67)
Peter J. Hatcher
Charles Hulme
Andrew W. Ellis

"Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis"
Child Development (vol. 65)
Darlene M. Tangel
Benita A. Blachman

"Effect of Phoneme Awareness Instruction on the Invented Spelling of First-Grade Children: A One-Year Follow-Up"
Journal of Reading Behavior (vol. 27, no. 2)
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